Abstract
Abstract This article argues that efficient use of cognitive strategies involves not only strategies, but domain‐specific knowledge, metacognition and motivation as well. Besides, efficient use of cognitive strategies is seen as socially mediated. It is also discussed how each of the components of the strategy system may be modified through instruction. In the final section, issues concerning cognitive strategy instruction in the classroom and component analysis of complex instructional programmes are discussed. It is concluded that a hybrid model representing a compromise between the notion of cognitive strategies and current connectionism may best capture the characteristics of human information processing.
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